Minnesota State University, Mankato LEVEL II Field Experience – Initial Licensure
Teacher Candidate: Scott Higgins Tech ID# 00927615 Semester: Fall 2011 School/Location: Mankato West High School Grade and Subject: 9th Grade PE Cooperating Teacher: Kendra Hinz University Faculty: Marti Sievek
Field Experience Level: II-Field Experience Note: This evaluation document acknowledges that Teacher Candidates should be assessed as beginning teachers, not experienced educators.
Domain 1: Planning and Preparation
Unsatisfactory
Developing
Meets Expectations (Danielson-Basic)
a. Demonstrating Knowledge of Content and Pedagogy -knowledge of content and structure of the discipline; prerequisite relationships; content-related pedagogy
X
b. Demonstrating Knowledge of Students -knowledge of child and adolescent development; learning process, students’ skills, knowledge, and language proficiency; students’ interests and cultural heritage; students’ special needs
X
c. Setting Instructional Outcomes -value, sequence, and alignment; clarity; balance; suitability for diverse learners
X
d. Demonstrating Knowledge of Resources -resources for classroom use; extend content knowledge and pedagogy; resources for students
X
e. Designing Coherent Instruction -learning activities; instructional materials and resources; instructional groups; lesson and unit structure
X
f. Designing Student Assessments -congruence with instructional outcomes; criteria and standards; design of formative assessments; use for planning
X
Domain 2: The Classroom Environment
Unsatisfactory
Developing
Meets Expectations (Danielson-Basic)
a. Creating an Environment of Respect and Rapport - teacher interactions with students; student interactions with other students
X
b. Establishing a Culture for Learning - importance of the content; expectations for learning and achievement; student pride in work
X
c. Managing Classroom Procedures - management of instructional groups; transitions, materials and supplies; non-instructional duties; supervision of volunteers and paraprofessionals
X
d. Managing Student Behavior - Expectations; monitoring of student behavior and misbehavior
X
e. Organizing Physical Space - Safety and accessibility; arrangement of furniture; use of physical resources
X
Domain 3: Instruction
Unsatisfactory
Developing
a. Communicating with Students - expectations for learning; directions and procedures; explanations of content; use of oral and written language
X
b. Using Questioning and Discussion Techniques - quality of questions; discussion techniques; student participation
X
c. Engaging Students in Learning - activities and assignments; grouping of students; instructional materials and resources; structure and pacing
X
d. Using Assessment in Instruction - assessment criteria; monitoring of student learning; feedback to students; student self-assessment and monitoring of progress
e. Demonstrating Flexibility and Responsiveness - lesson adjustment; response to students; persistence
X
Domain 4: Professional Responsibilities
Unsatisfactory
Developing
Meets Expectations (Danielson-Basic)
a. Reflecting on Teaching - accuracy; use in future teaching
X
b. Maintaining Accurate Records - student completion of assignments; student progress in learning; non-instructional records
X
c. Communicating with Families -information about instructional program and individual learners; engagement of families in the instructional program
X
d. Participating in a Professional Community - relationship with colleagues; involvement in a culture of professional inquiry; service to the school; participation in school and district projects
X
e. Growing and Developing Professionally - enhancement of content knowledge and pedagogical skill; receptivity to feedback from colleagues; service to the profession
X
f. Showing Professionalism - integrity and ethical conduct; service to students; advocacy; decision-making; compliance with school and district regulations; professional dispositions
X
Overall Comments (additional page(s) may be attached:
I think that I did a nice job with my planning and preparation. Because it was a new teaching topic for me I had to spend more time learning the actual skills than I would have on some of the other units but that was a positive. I felt I had a good relationship with the students and I did a good job of utilizing the resources that I had available to me.
I thought I did a good job of observing (assessing) the students to learn more of what they needed help with. Once I observed that I would have the students break into small groups and practice their skills with them. The other assessment that I used was question and answer when they were in small groups and I think that worked well. I also think that I engaged in student learning by assisting them in their study groups and making sure they had the appropriated materials if needed.
I think my professional responsibilities went well with the students. I kept accurate daily journals and reflections on lessons and was always professional and prepared. Student behavior was not an issue with the students in my class. I also made it a priority to make sure that the students knew the importance of the unit that we were studying and how it could affect their lives or someone they know.
Teacher Candidate Acknowledgment
I have reviewed this document and discussed the contents with the evaluator (cooperating teacher or university supervisor). My signature means that I have been advised of the contents and does not necessarily imply that I agree with the results.
Scott M. Higgins 12.2.2011 _
Teacher Candidate Signature Date Faculty and/or Coop. Teacher Signature Date
(circle one)
A member of the Minnesota State College and Universities System. MSU is an Affirmative/Action/Equal Opportunity University. This document is available in alternative format to individuals with disabilities by calling the Office of Field Experience at 507-389-1517(V), 800-627-3529 or 711(MRS/TTY).
LEVEL II Field Experience – Initial Licensure
Teacher Candidate: Scott Higgins
Tech ID# 00927615
Semester: Fall 2011
School/Location: Mankato West High School
Grade and Subject: 9th Grade PE
Cooperating Teacher: Kendra Hinz
University Faculty: Marti Sievek
Field Experience Level: II-Field Experience
Note: This evaluation document acknowledges that Teacher Candidates should be assessed as beginning teachers, not experienced educators.
Domain 1: Planning and Preparation
(Danielson-Basic)
-knowledge of content and structure of the discipline; prerequisite relationships; content-related pedagogy
-knowledge of child and adolescent development; learning process, students’ skills, knowledge, and language proficiency; students’ interests and cultural heritage; students’ special needs
-value, sequence, and alignment; clarity; balance; suitability for diverse learners
-resources for classroom use; extend content knowledge and pedagogy; resources for students
X
-learning activities; instructional materials and resources; instructional groups; lesson and unit structure
X
-congruence with instructional outcomes; criteria and standards; design of formative assessments; use for planning
X
(Danielson-Basic)
- teacher interactions with students; student interactions with other students
- importance of the content; expectations for learning and achievement; student pride in work
- management of instructional groups; transitions, materials and supplies; non-instructional duties; supervision of volunteers and paraprofessionals
- Expectations; monitoring of student behavior and misbehavior
- Safety and accessibility; arrangement of furniture; use of physical resources
- expectations for learning; directions and procedures; explanations of content; use of oral and written language
- quality of questions; discussion techniques; student participation
- activities and assignments; grouping of students; instructional materials and resources; structure and pacing
- assessment criteria; monitoring of student learning; feedback to students; student self-assessment and monitoring of progress
- lesson adjustment; response to students; persistence
Domain 4: Professional Responsibilities
(Danielson-Basic)
- accuracy; use in future teaching
- student completion of assignments; student progress in learning; non-instructional records
-information about instructional program and individual learners; engagement of families in the instructional program
- relationship with colleagues; involvement in a culture of professional inquiry; service to the school; participation in school and district projects
- enhancement of content knowledge and pedagogical skill; receptivity to feedback from colleagues; service to the profession
- integrity and ethical conduct; service to students; advocacy; decision-making; compliance with school and district regulations; professional dispositions
I think that I did a nice job with my planning and preparation. Because it was a new teaching topic for me I had to spend more time learning the actual skills than I would have on some of the other units but that was a positive. I felt I had a good relationship with the students and I did a good job of utilizing the resources that I had available to me.
I thought I did a good job of observing (assessing) the students to learn more of what they needed help with. Once I observed that I would have the students break into small groups and practice their skills with them. The other assessment that I used was question and answer when they were in small groups and I think that worked well. I also think that I engaged in student learning by assisting them in their study groups and making sure they had the appropriated materials if needed.
I think my professional responsibilities went well with the students. I kept accurate daily journals and reflections on lessons and was always professional and prepared. Student behavior was not an issue with the students in my class. I also made it a priority to make sure that the students knew the importance of the unit that we were studying and how it could affect their lives or someone they know.
Teacher Candidate Acknowledgment
I have reviewed this document and discussed the contents with the evaluator (cooperating teacher or university supervisor). My signature means that I have been advised of the contents and does not necessarily imply that I agree with the results.
Scott M. Higgins 12.2.2011 _
Teacher Candidate Signature Date Faculty and/or Coop. Teacher Signature Date
(circle one)
A member of the Minnesota State College and Universities System. MSU is an Affirmative/Action/Equal Opportunity University. This document is available in alternative format to individuals with disabilities by calling the Office of Field Experience at 507-389-1517(V), 800-627-3529 or 711(MRS/TTY).